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iRubric: Writing a Dystopian Short Story rubric

iRubric: Writing a Dystopian Short Story rubric

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Writing a Dystopian Short Story 
Writing a Dystopian Short Story
Students are to write a short story that demonstrates their understanding of the stages of plot and the characteristics of a short story and the elements of dystopian fiction.
Rubric Code: TX97X59
By JWilliams38
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Writing a Short Story
Students will write a short story that demonstrates their understanding of the stages of plot and the characteristics of a short story and the elements of dystopian fiction.
  Excellent

Exceeds standards

9 pts

Good

Meets standards

7 pts

Fair

Almost Meets standards

5 pts

Poor

Fails to meet standards

3 pts

Hook/exposition

Student uses a hook or thorough exposition to grasp the reader's interest.
Excellent

Exposition is well developed and provides background information about the character(s) or setting. In addition, the hook grasps the reader's interest.
Good

Exposition is developed and provides background information about the character(s) or setting.
Fair

Provides an exposition that provides some background information about the character(s) or setting. The hook somewhat grasps the reader's interest.
Poor

Fails to provide an exposition that provides some background information about the character(s) or setting or a hook to grasp the reader's interest.
Characterisation

Student uses a range of techniques to reveal the personality of characters.
Excellent

Student firmly establishes all characters in the narrative with a mix of dialogue, inner monologue, physical description and/or actions taken in the story. There is a clear protagonist and antagonist. The antagonist also drives the conflict.
Good

Student establishes most characters in the narrative with a mix of dialogue, inner monologue, physical description, and/or actions taken in the story. There is a clear protagonist and/or antagonist. The antagonist is somewhat connected with the conflict of the story.
Fair

Student attempts to establish some characters by trying to use dialogue, physical description, inner monologue, and/or actions taken in the story, but there is a lot of confusion some of the characters’ traits. There may not be a clear protagonist and/or antagonist. The antagonist could be connected to the conflict, but it isn’t clear.
Poor

Student shows no attempt to develop the characters in the narrative by any means. The characters seem to be simply planted into the narrative with no cause or purpose. The conflict is muddled and is not connected to the antagonist. There is no recognizable protagonist or antagonist.
Setting

Student effectively established setting.
Excellent

Setting is appropriate to a Dystopian story. Many vivid, descriptive
words are used to tell
when and where the
story took place. The
story includes an
abundance of sensory
images.
Good

Setting is appropriately Dystopian. Some vivid, descriptive words are used to tell the audience when and where the story took place. The story includes enough sensory images.
Fair

Setting is underdeveloped and difficult for the reader to picture in his or her mind. The reader can figure out when and where the story took place, but the author didn't supply much detail. The story includes some sensory images.
Poor

Setting is vague or inappropriate to a Dystopian story. The reader has trouble figuring out when and where the story took place. The story includes
few sensory images.
Problem/conflict

Student uses conflict advance the plot of the story.
Excellent

It is very easy for the
reader to understand the
problem the main
characters face and why
it is a problem. Plot focuses on the character's conflict with dystopian elements.
Good

It is easy for the reader to understand the problem the main characters face and why it is a problem. Plot partly focuses on the character's conflict with dystopian elements.
Fair

It is fairly easy for the
reader to understand
the problem the main
characters face but it is
not clear why it is a
problem. Conflict is largely unrelated to the dystopian nature of the story.
Poor

It is not clear what
problem the main
characters face. Conflict is unrelated to the dystopian nature of the story.
Solution/resolution

Student effectively resolves conflicts and brings story to a satisfactory closure.
Excellent

The solution to the
character's problem is
easy to understand and is logical. There are no
loose ends.
Good

The solution to the
character's problem is easy to understand and is somewhat logical.
Fair

The solution to the
character's problem is a
little hard to understand and not very logical.
Poor

The solution is illogical and
difficult to
understand.
Dystopian Elements

Student uses elements of dystopias in their story
Excellent

Student provides a vivid depiction of the dystopia they have created. The narrative of the origins of the dystopia and its functionality aids the reader in understanding what a dystopia really is.
Good

The student’s short story has a mostly clear beginning, Student provides details that create an interesting dystopia. Student acknowledges how their dystopia came to be and how it functions as a society. The narrative behind this description might sound mechanical at times.
Fair

Student attempts to describe the dystopia they have created, but only provide some details behind its origins. The description sounds more like a list of details rather than being part of the narrative.
Poor

Student provides no details relating to the world they have created in connection to it being a dystopia. There are no descriptive details in relation to it being a dystopia.
Evidence of Proofreading

Student demonstrates careful attention to rules of grammar, punctuation, and spelling
Excellent

Student demonstrates significant evidence of proofreading. Story contains few errors in spelling, punctuation, and/or grammar. Student uses a variety of writing skills to enhance the quality of the writing.
Good

Student demonstrates significant evidence of proofreading. Story contains a few errors in spelling, punctuation, and/or grammar that don't interfere with the clarity of the story.
Fair

Student demonstrates some evidence of proofreading. Story contains some errors in spelling, punctuation, and/or grammar that may interfere with the intended meaning of certain parts of the story.
Poor

Student demonstrates little evidence of proofreading. Story contains many errors in spelling, punctuation, and/or grammar. The intended meaning of certain parts of the story is incoherent or unclear.



Keywords:
  • short story, dystopian

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